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81 " As a result of his experiments he concluded that imitation was a real evil that had to be broken before real rhetoric teaching could begin. This imitation seemed to be an external compulsion. Little children didn’t have it. It seemed to come later on, possibly as a result of school itself.That sounded right, and the more he thought about it the more right it sounded. Schools teach you to imitate. If you don’t imitate what the teacher wants you get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A’s. Originality on the other hand could get you anything – from A to F. The whole grading system cautioned against it. "
― Robert M. Pirsig , Zen and the Art of Motorcycle Maintenance: An Inquiry Into Values (Phaedrus, #1)
82 " When children are very young, they have natural curiosities about the world and explore them, trying diligently to figure out what is real. As they become " producers " they fall away from exploration and start fishing for the right answers with little thought. They believe they must always be right, so they quickly forget mistakes and how these mistakes were made. They believe that the only good response from the teacher is " yes," and that a " no" is defeat. "
83 " Not long after the book came out I found myself being driven to a meetingby a professor of electrical engineering in the graduate school I of MIT. He said that after reading the book he realized that his graduate students were using on him, and had used for the ten years and more he had been teaching there, all the evasive strategies I described in the book — mumble, guess-and-look, take a wild guess and see what happens, get the teacher to answer his own questions, etc.But as I later realized, these are the games that all humans play when othersare sitting in judgment on them. "
― John C. Holt , How Children Fail
84 " Assessment can be either formal and/or informal measures that gather information. In education, meaningful assessment is data that guides and informs the teacher and/or stakeholders of students' abilities, strategies, performance, content knowledge, feelings and/or attitudes. Information obtained is used to make educational judgements or evaluative statements. Most useful assessment is data which is used to adjust curriculum in order to benefit the students. Assessment should be used to inform instruction. Diagnosis and assessment should document literacy in real-world contexts using data as performance indicators of students' growth and development. "
85 " The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What an educator does in teaching is to make it possible for the students to become themselves. "
― Paulo Freire , Pedagogy of the Oppressed
86 " With all the multi-tiered interventions, assessment software, aligned textbooks, digital content, and scripted curriculum available to the field, some might question if the role of the teacher is significant in today’s schools. Does it really matter who is leading the classroom? The answer to this question is a resounding YES! "
― , Success for Every Student: A Guide to Teaching and Learning
87 " If education is the key, then the teacher is the hand that holds the key! How can the key alone open a door? We must always care for teachers! "
